KEAN UNIVERSITY
UNION, NEW JERSEY
Spring 2010
COURSE TITLE
Programming for Preschoolers with Disabilities
Course Number:SPED 5530
Semester Hours:Three
Prerequisites:SPED 5005, Foundations in
Special Education (unless
co-requisite is waived)
Limitations on Enrollment:25
Required: M.A. Option: Low Incidence Disabilities,
Concentration-Preschool Disabled
Catalog Description
Using knowledge of normal child development, competencies
necessary to provide educational curricula for preschoolers with disabilities will be stressed. Course emphasis is given to instructional methods and curriculum development for students, ages three to five, with disabilities.
Note: In order to ensure full class participation, any
student with a disabling condition requiring special
accommodations (e.g. tape recorders, special adaptive
equipment, note-taking or test taking procedures) will be
strongly encouraged to contact the professor at the
beginning of the course. For the student's convenience, the
professor's office hours, telephone number and e-mail
address will be listed on the syllabus.
KEAN UNIVERSITY OF NEW JERSEY
UNION, NEW JERSEY
COURSE TITLE
Programming for Preschoolers with Disabilities
I.Course Objectives
Students will achieve growth toward being informed, dynamic,
professionals, as evidenced by demonstration of proficiencies in knowledge and comprehension (K), dispositions/values development (D) and skill development (S).
The student will:
A. characterize the normal development of children (K)
B. link unique needs of the preschool child with
disabilities to the educational setting (K, S, D)
C. interface assessment and curricula designed for instruction of preschoolers with disabilities (K, S, D)
D. demonstrate competencies in curriculum preparation and
adaptations (K, S, D)
E. critique the historical development of laws that have
affected the education of preschoolers with disabilities
(K, S)
F. appraise programming designed for inclusion of preschoolers with disabilities (K, S, D)
IICourse Content
A. Review of the normal development of children
1. understanding the biological development
2. analyzing cognitive development and connection to
learning goals
3. evaluating socioemotional development of children
4. reviewing behavioral development and stages in children
B. Needs of preschoolers with disabilities
1. how disability may impact upon specific areas
a. social competence
b. communication skills
c. behavioral characteristics
d. motor development and skills
e. feeding and nutrition
f. toileting and adaptive skills
g. functional cognitive skills
2.Adaptations to address specific needs
C. Curricula for preschool children with disabilities
1. Linking the assessment process to the curriculum
through the use of specific measurement tools
a. using Learning Achievement Profile
b. examining developmental inventory to learning
c. Batelle Developmental Inventory
d. Cognitively Oriented Curriculum
e. Carolina Curriculum for Preschoolers with Special
Needs
f. Hawaii Early Learning Profile
2. Service Directed Curricula
a. implementing Montessori approach
b. understanding impetus and implementation of Head
Start
D. Instructional approaches for curricula development and
adaptation
1. Using specific approaches, with emphasis on areas,
such as:
a. behavioral
b. social/emotional
c. ecological
d. language-based
e. multi-sensory
f. activity-based
g. cognitive approaches
h. technological advances and infusion in curriculum
E. Review of laws that have affected the instruction of
preschoolers with disabilities
1. Analyzing federal legislation, such as PL 94-142,
PL 99-457 and IDEA and the 2004 reauthorization of
this act
2. review of New Jersey Administrative Code (6A:14) and new changes occurring in the code
3. Parent involvement
a. consideration of cultural diversity and mandates
for parents, whose primary language is not English
4. The development of the IEP and legal requirements
5. Multidisciplinary collaboration and Child Study Team
and assessment requirements
F. Programming for Inclusion
1. emphasis on instruction in natural environments
2. using functional assessment through the curriculum
for preschoolers with disabilities
3. considering scheduling issues in inclusion
4. providing inclusive education for preschoolers with
disabilities
IIIMethods of Instruction
A. Instructor presentation
B. Class discussion
C. Independent investigation
D. Multi-media presentations
E. Modeling
F. Collaborative learning
G. Case studies
IVMethods of Evaluation
A. Written examination (K, S, D)
B. Student projects (K, S, D)
C. Oral class presentation (K, S)
D. Class participation (K, S, D)
VSuggested Text:
Sandall, S.R., & Schwartz, I.S. (2009). Building blocks for
Teaching preschoolers with special needs. (2nd ed.).
Baltimore, MD: Brookes.
BIBLIOGRAPHY
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SEMINAL WORKS
Atwater, J.B., Carta, J.J., Schwartz, I.S., & McConnell, S.R. (1994). Blending developmentally appropriate practice and early childhood special education: Redefining best practice to meet the needs of all children. In B.L. Ballory & R.S. New (Eds.). Diversity and developmentally appropriate practices. (pp. 185-201). NY: Teachers College, Columbia University.
Bredekamp, S. (1993). The relationship between early child education and early childhood special education: Healthy marriage or family feud? Topics in Early Childhood Special Education, 13, 258-273.
Bredekamp, S., & Copple, C. (eds.). (1997). Developmentally appropriate practices in early childhood programs (rev. ed.). Washington, DC: National Association for the Education of Young Children.
Buysse, V., & Bailey, D.B. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. Journal of Special Education, 26, 434-461.
Carta, J.J. (1995). Developmentally appropriate practice: A critical analysis as applied to young children with disabilities. Focus on Exceptional Children, 27(8), 1-14.
Cavallaro, C.C., Haney, M., & Cabello, B. (1993). Developmentally appropriate strategies for promoting full participation in early childhood settings. Topics in Early Childhood Special Education, 13, 293-307.
Hemmeter, M.L., Joseph, G.E., Smith, B.J., & Sandall, S.
(2001). DEC recommended practices program assessment:
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and their families. Arlington, VA: CEC.
Hendrick, J. (1996). The whole child: Developmental education for the early years (6th ed.). Columbus, OH: Merrill.
Johnson-Martin, N.M., Jens, K.G., & Hacker, B.J. (1990). The Carolina curriculum for preschoolers with special needs. Baltimore: Paul H. Brookes.
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reading to promote emergent literacy. Teaching Exceptional
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Katims, D.S. (1994). Emergence of literacy in preschool children with disabilities. Learning Disability Quarterly, 27(1), 58- 69.
McNaughton, D. (1994). Measuring parent satisfaction with early childhood intervention programs: Current practice, problems, and future perspectives. Topics in Early Childhood
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Wolery, M., Werts, M.G., & Holcombe, A. (1994). Current practices with young children who have disabilities: Placement, assessment, and instruction issues. Focus on Exceptional Children, 26(6), 1-12.
Wolery, M., & Wilbers, J.S. (Eds.). (1994). Including children with special needs in early childhood programs. Washington, DC: National Association for the Education of Young Children.
WORLD WIDE WEB SOURCES
Center for Disability Studies at the University of Hawaii at
Manoa.
Department of Early Education and Care.
Early Childhood.com.
Early Childhood Special Education.
Federation for Children with Special Needs: Informing, Educating, Empowering Families.
Lesson Plan z.com. Online Education Programs.
National Association for the Education of Young Children. (NAEYC).
Publications & More. Free newsletters and publications in the field of Ld, early learning and literacy.
The Teacher’s Guide. Teacher Created Resources.
NON PRINT SOURCES
Armstrong, T. The Genius in Every Child: Early Childhood Version.
(DVD) #DGECE-8CTL. Port Chester, NY: NRP.
Between the Lions Early Literacy Kits. (Kits). #VBTE-8CTL.
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Classroom Moments: Video Clips to Enhance Early Childhood. (CD).
#S5893. Arlington, VA: CEC.
Facing the Challenge: Working with Children Who Use Challenging Behaviors DVD Video (2007). (DVD). #S5892. Arlington, VA: CEC.
Lindeman & Adams.(VHS).Getting Together: A Head Start/School District Collaboration. Baltimore: Paul H. Brookes.
Lindeman & Adams (VHS). Shining Bright: Head Start Inclusion.
Baltimore: Paul H. Brookes.
Linder, T. (1995). (VHS) And You Thought They Were Just Playing: Transdisciplinary Play-Based Assessment.Baltimore: Paul H. Brookes.
Magical Musical Transitions CD. MAG-01D.
Milbourne, S., & Campbell, P. CARA’s Kit: Creating Adaptations for Routines and Activities. (kit). #s5871 (teacher version), #S5872 (Consultant version). Arlington, VA: CEC.
Sandall, S., Giacomini, J., Smith, B.J. & Hemmeter, M.L. (2006). DEC Recommended Practices Toolkit: Interactive Tools to Improve Practices for Young Children with Special Needs and Their Families (CD). #S5844. Arlington, VA: CEC.